1.
Hay J, Drager K. Sociophonetics. Annual Review of Anthropology. 2007;36:89-103. https://www.jstor.org/stable/25064946
2.
Kutas M, Federmeier KD. Electrophysiology Reveals Semantic Memory Use in Language Comprehension. Trends in Cognitive Sciences. 2000;4(12):463-470. doi:10.1016/S1364-6613(00)01560-6
3.
Van Berkum JJA, van den Brink D, Tesink CMJY, Kos M, Hagoort P. The Neural Integration of Speaker and Message. Journal of Cognitive Neuroscience. 2008;20(4):580-591. doi:10.1162/jocn.2008.20054
4.
Johnson K, Strand EA, D’Imperio M. Auditory–Visual Integration of Talker Gender in Vowel Perception. Journal of Phonetics. 1999;27(4):359-384. doi:10.1006/jpho.1999.0100
5.
Tanenhaus MK, Spivey-Knowlton MJ, Eberhard KM, Sedivy JC. Integration of Visual and Linguistic Information in Spoken Language Comprehension. Science. 1995;268(5217). https://www.jstor.org/stable/2888637
6.
Raviv L, Meyer A, Lev-Ari S. Larger Communities Create More Systematic Languages. Proceedings of the Royal Society B: Biological Sciences. 2019;286(1907). doi:10.1098/rspb.2019.1262
7.
Senghas A, Kita S, Özyürek A. Children Creating Core Properties of Language: Evidence from an Emerging Sign Language in Nicaragua. Science. 2004;305(5691):1779-1782. https://www.jstor.org/stable/3837772
8.
Singleton JL, Newport EL. When Learners Surpass Their Models: The Acquisition of American Sign Language From Inconsistent Input. Cognitive Psychology. 2004;49(4):370-407. doi:10.1016/j.cogpsych.2004.05.001
9.
Corballis MC. The Gestural Origins of Language: Human Language May Have Evolved From Manual Gestures, Which Survive Today as a ‘Behavioral Fossil’ Coupled to Speech. American Scientist. 1999;87(2):138-145. https://www.jstor.org/stable/27857812
10.
Goldin-Meadow S, Mylander C. Spontaneous Sign Systems Created by Deaf Children in Two Cultures. Nature. 1998;391(6664):279-281. doi:10.1038/34646
11.
Kirby S, Cornish H, Smith K. Cumulative Cultural Evolution in the Laboratory: An Experimental Approach to the Origins of Structure in Human Language. Proceedings of the National Academy of Sciences. 2008;105(31):10681-10686. doi:10.1073/pnas.0707835105
13.
PALS0009 Introduction to Speech Science: Audio signals and systems. https://www.phon.ucl.ac.uk/courses/pals0009/week3.php
14.
PALS0009 Introduction to Speech Science: Voice. https://www.phon.ucl.ac.uk/courses/pals0009/week4.php
15.
PALS0009 Introduction to Speech Science: Vowels. https://www.phon.ucl.ac.uk/courses/pals0009/week5.php
16.
PALS0009 Introduction to Speech Science: Consonants. https://www.phon.ucl.ac.uk/courses/pals0009/week6.php
17.
Ladefoged P. A Course in Phonetics. Harcourt Brace Jovanovich; 1975.
18.
Dronkers NF, Plaisant O, Iba-Zizen MT, Cabanis EA. Paul Broca’s Historic Cases: High Resolution Mr Imaging of the Brains of Leborgne and Lelong. Brain. 2007;130(5):1432-1441. doi:10.1093/brain/awm042
19.
Carey D, Krishnan S, Callaghan MF, Sereno MI, Dick F. Functional and Quantitative MRI Mapping of Somatomotor Representations of Human Supralaryngeal Vocal Tract. Cerebral Cortex. Published online 2017. doi:10.1093/cercor/bhw393
20.
Rauschecker JP, Scott SK. Maps and Streams in the Auditory Cortex: Nonhuman Primates Illuminate Human Speech Processing. Nature Neuroscience. 2009;12(6):718-724. doi:10.1038/nn.2331
21.
Hickok G, Poeppel D. The Cortical Organization of Speech Processing. Nature Reviews Neuroscience. 2007;8(5):393-402. doi:10.1038/nrn2113
22.
Kearney E, Guenther FH. Articulating: The Neural Mechanisms of Speech Production. Language, Cognition and Neuroscience. 2019;34(9):1214-1229. doi:10.1080/23273798.2019.1589541
23.
Hickok G. Computational Neuroanatomy of Speech Production. Nature Reviews Neuroscience. 2012;13(2):135-145. doi:10.1038/nrn3158
24.
Watkins KE, Vargha-Khadem F, Ashburner J, et al. MRI Analysis of an Inherited Speech and Language Disorder: Structural Brain Abnormalities. Brain. 2002;125(3):465-478. doi:10.1093/brain/awf057
25.
Chesters J, Möttönen R, Watkins KE. Transcranial Direct Current Stimulation Over Left Inferior Frontal Cortex Improves Speech Fluency in Adults Who Stutter. Brain. 2018;141(4):1161-1171. doi:10.1093/brain/awy011
26.
Watkins KE, Smith SM, Davis S, Howell P. Structural and Functional Abnormalities of the Motor System in Developmental Stuttering. Brain. 2007;131(1):50-59. doi:10.1093/brain/awm241
27.
Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How Psychological Science Informs the Teaching of Reading. Psychological Science. 2001;2(2):31-74. http://www.jstor.org/stable/40062357
28.
Manis FR, Seidenberg MS, Doi LM, McBride-Chang C, Petersen A. On the Bases of Two Subtypes of Development Dyslexia. Cognition. 1996;58(2):157-195. doi:10.1016/0010-0277(95)00679-6
29.
McCandliss BD, Cohen L, Dehaene S. The Visual Word Form Area: Expertise for Reading in the Fusiform Gyrus. Trends in Cognitive Sciences. 2003;7(7):293-299. doi:10.1016/S1364-6613(03)00134-7
30.
Castles A, Coltheart M. Is There a Causal Link From Phonological Awareness to Success in Learning to Read? Cognition. 2004;91(1):77-111. doi:10.1016/S0010-0277(03)00164-1
31.
Seidenberg MS. The Science of Reading and Its Educational Implications. Language Learning and Development. 2013;9(4):331-360. doi:10.1080/15475441.2013.812017
32.
Castles A, Rastle K, Nation K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. 2018;19(1):5-51. doi:10.1177/1529100618772271
33.
Price CJ, Devlin JT. The Interactive Account of Ventral Occipitotemporal Contributions to Reading. Trends in Cognitive Sciences. 2011;15(6):246-253. doi:10.1016/j.tics.2011.04.001
34.
Dehaene S, Cohen L. The Unique Role of the Visual Word Form Area in Reading. Trends in Cognitive Sciences. 2011;15(6):254-262. doi:10.1016/j.tics.2011.04.003
35.
Taylor JSH, Duff FJ, Woollams AM, Monaghan P, Ricketts J. How Word Meaning Influences Word Reading. Current Directions in Psychological Science. 2015;24(4):322-328. doi:10.1177/0963721415574980
36.
Vinckier F, Dehaene S. Hierarchical Coding of Letter Strings in the Ventral Stream: Dissecting the Inner Organization of the Visual Word-Form System. Neuron. 2007;55(1):143-156. doi:10.1016/j.neuron.2007.05.031
37.
Woollams AM. Connectionist Neuropsychology: Uncovering Ultimate Causes of Acquired Dyslexia. Philosophical Transactions of the Royal Society B: Biological Sciences. 2013;369(1634). doi:10.1098/rstb.2012.0398
38.
Dehaene S, Pegado F, Braga LW, et al. How Learning to Read Changes the Cortical Networks for Vision and Language. Science. 2010;330(6009):1359-1364. doi:10.1126/science.1194140
39.
Rastle K, McCormick SF, Bayliss L, Rastle K. Orthography Influences the Perception and Production of Speech. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2011;37(6):1588-1594. http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-17265-001&site=ehost-live
40.
Ziegler JC, Ferrand L, Montant M. Visual Phonology: The Effects of Orthographic Consistency on Different Auditory Word Recognition Tasks. Memory & Cognition. 2004;32(5):732-741. doi:10.3758/BF03195863
41.
Woollams AM. SD-Squared: On the Association Between Semantic Dementia and Surface Dyslexia. Psychological Review. 2007;114(2):316-339. http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2007-05396-004&site=ehost-live
42.
Patterson K, Nestor PJ, Rogers TT. Where Do You Know What You Know? the Representation of Semantic Knowledge in the Human Brain. Nature Reviews Neuroscience. 2007;8(12):976-987. doi:10.1038/nrn2277
43.
Purcell JJ, Shea J, Rapp B. Beyond the Visual Word Form Area: The Orthography–semantics Interface in Spelling and Reading. Cognitive Neuropsychology. 2014;31(5-6):482-510. doi:10.1080/02643294.2014.909399
44.
Woollams AM, Patterson K. The Consequences of Progressive Phonological Impairment for Reading Aloud. Neuropsychologia. 2012;50(14):3469-3477. doi:10.1016/j.neuropsychologia.2012.09.020
45.
Rapcsak SZ, Beeson PM, Henry ML, et al. Phonological Dyslexia and Dysgraphia: Cognitive Mechanisms and Neural Substrates. Cortex. 2009;45(5):575-591. doi:10.1016/j.cortex.2008.04.006
46.
Woollams AM. Connectionist Neuropsychology: Uncovering Ultimate Causes of Acquired Dyslexia. Philosophical Transactions of the Royal Society B: Biological Sciences. 2014;369(1634). doi:10.1098/rstb.2012.0398
47.
Hauk O, Johnsrude I, Pulvermüller F. Somatotopic Representation of Action Words in Human Motor and Premotor Cortex. Neuron. 2004;41(2):301-307. doi:10.1016/S0896-6273(03)00838-9
48.
Binder JR, Desai RH, Graves WW, Conant LL. Where Is the Semantic System? A Critical Review and Meta-Analysis of 120 Functional Neuroimaging Studies. Cerebral Cortex. 2009;19(12):2767-2796. doi:10.1093/cercor/bhp055
49.
Rueckl JG, Paz-Alonso PM, Molfese PJ, et al. Universal Brain Signature of Proficient Reading: Evidence From Four Contrasting Languages. Proceedings of the National Academy of Sciences. 2015;112(50):15510-15515. doi:10.1073/pnas.1509321112
50.
Quiroga RQ, Reddy L, Kreiman G, Koch C, Fried I. Invariant Visual Representation by Single Neurons in the Human Brain. Nature. 2005;435(7045):1102-1107. doi:10.1038/nature03687
51.
Taylor JSH. The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2011;37(1):60-76. http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2010-20426-001&site=ehost-live
52.
Cortese MJ, Schock J. Imageability and Age of Acquisition Effects in Disyllabic Word Recognition. Quarterly Journal of Experimental Psychology. 2013;66(5):946-972. doi:10.1080/17470218.2012.722660
53.
Duff FJ, Hulme C. The Role of Children’s Phonological and Semantic Knowledge in Learning to Read Words. Scientific Studies of Reading. 2012;16(6):504-525. doi:10.1080/10888438.2011.598199
54.
Ricketts J, Nation K, Bishop DVM. Vocabulary Is Important for Some, but Not All Reading Skills. Scientific Studies of Reading. 2007;11(3):235-257. doi:10.1080/10888430701344306
55.
Trauzettel-Klosinski S, Dietz K. Standardized Assessment of Reading Performance: The New International Reading Speed Texts IReST. Investigative Opthalmology & Visual Science. 2012;53(9):5452-5461. doi:10.1167/iovs.11-8284
56.
Mano QR, Humphries C, Desai RH, et al. The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects. Cerebral Cortex. 2013;23(4):988-1001. doi:10.1093/cercor/bhs093
57.
Wheat KL, Cornelissen PL, Frost SJ, Hansen PC. During Visual Word Recognition, Phonology Is Accessed within 100 ms and May Be Mediated by a Speech Production Code: Evidence from Magnetoencephalography. Journal of Neuroscience. 2010;30(15):5229-5233. https://www.jneurosci.org/content/30/15/5229.short
58.
Tamminen J. Lexical Consolidation. In: Wright JD, ed. International Encyclopedia of the Social & Behavioral Sciences. 2nd Edition. Elsevier; 2015:920-925. doi:10.1016/B978-0-08-097086-8.51044-7
59.
Walker MP. Sleep to Remember. American Scientist. 2006;94(4):326-333. http://journals.sagepub.com/doi/abs/10.1177/1073858406292647
60.
Davis MH, Gaskell MG. A Complementary Systems Account of Word Learning: Neural and Behavioural Evidence. Philosophical Transactions of the Royal Society B: Biological Sciences. 2009;364(1536):3773-3800. doi:10.1098/rstb.2009.0111
61.
Tamminen J, Davis MH, Merkx M, Rastle K. The Role of Memory Consolidation in Generalisation of New Linguistic Information. Cognition. 2012;125(1):107-112. doi:10.1016/j.cognition.2012.06.014
62.
Dumay N, Gaskell MG. Sleep-Associated Changes in the Mental Representation of Spoken Words. Psychological Science. 2007;18(1):35-39. http://www.jstor.org/stable/40064574
63.
Tamminen J, Gaskell MG. Novel Word Integration in the Mental Lexicon: Evidence From Unmasked and Masked Semantic Priming. The Quarterly Journal of Experimental Psychology. 2013;66(5):1001-1025. doi:10.1080/17470218.2012.724694
64.
McClelland JL, McNaughton BL, O’Reilly RC. Why There Are Complementary Learning Systems in the Hippocampus and Neocortex: Insights From the Successes and Failures of Connectionist Models of Learning and Memory. Psychological Review. 1995;102(3):419-457. doi:10.1037/0033-295X.102.3.419
65.
Tamminen J, Payne JD, Stickgold R, Wamsley EJ, Gaskell MG. Sleep Spindle Activity is Associated with the Integration of New Memories and Existing Knowledge. Journal of Neuroscience. 2010;30(43):14356-14360. http://www.jneurosci.org/content/30/43/14356
66.
Schreiner T, Rasch B. Boosting Vocabulary Learning by Verbal Cueing During Sleep. Cerebral Cortex. 2015;25(11):4169-4179. doi:10.1093/cercor/bhu139
67.
Henderson LM, Weighall AR, Brown H, Gareth Gaskell M. Consolidation of Vocabulary Is Associated With Sleep in Children. Developmental Science. 2012;15(5):674-687. doi:10.1111/j.1467-7687.2012.01172.x
68.
Levinson SC. Language and Cognition: The Cognitive Consequences of Spatial Description in Guugu Yimithirr. Journal of Linguistic Anthropology. 1997;7(1):98-131. doi:10.1525/jlin.1997.7.1.98
69.
Spaepen E, Coppola M, Spelke ES, Carey SE, Goldin-Meadow S. Number Without a Language Model. Proceedings of the National Academy of Sciences. 2011;108(8):3163-3168. doi:10.1073/pnas.1015975108
70.
Schooler JW, Engstler-Schooler TY. Verbal Overshadowing of Visual Memories: Some Things Are Better Left Unsaid. Cognitive Psychology. 1990;22(1):36-71. doi:10.1016/0010-0285(90)90003-M
71.
Winawer J, Witthoft N, Frank MC, Wu L, Wade AR, Boroditsky L. Russian Blues Reveal Effects of Language on Color Discrimination. Proceedings of the National Academy of Sciences of the United States. 2007;104(19):7780-7785. http://www.jstor.org/stable/25427570
72.
Lucy JA, Gaskins S. Grammatical Categories and the Development of Classification Preferences: A Comparative Approach. In: Language Acquisition and Conceptual Development. Vol 3. Cambridge University Press; 2001:257-283.
73.
Loftus EF, Palmer JC. Reconstruction of Automobile Destruction: An Example of the Interaction Between Language and Memory. Journal of Verbal Learning and Verbal Behavior. 1974;13(5):585-589. doi:10.1016/S0022-5371(74)80011-3
74.
Schick B, de Villiers P, de Villiers J, Hoffmeister R. Language and Theory of Mind: A Study of Deaf Children. Child Development. 2007;78(2):376-396. doi:10.1111/j.1467-8624.2007.01004.x
75.
Ross M, Xun WQE, Wilson AE. Language and the Bicultural Self. Personality and Social Psychology Bulletin. 2002;28(8):1040-1050. doi:10.1177/01461672022811003
76.
Spivey MJ, Marian V. Cross Talk Between Native and Second Languages: Partial Activation of an Irrelevant Lexicon. Psychological Science. 1999;10(3):281-284. doi:10.1111/1467-9280.00151
77.
Bialystok E, Craik FIM, Luk G. Bilingualism: Consequences for Mind and Brain. Trends in Cognitive Sciences. 2012;16(4):240-250. doi:10.1016/j.tics.2012.03.001
78.
Cook V. Introduction: The Changing L1 in the L2 User’s Mind. In: Effects of the Second Language on the First. Vol 3. Multilingual Matters; 2003:1-18.
79.
Linck JA, Kroll JF, Sunderman G. Losing Access to the Native Language While Immersed in a Second Language: Evidence for the Role of Inhibition in Second-Language Learning. Psychological Science. 2009;20(12):1507-1515. doi:10.1111/j.1467-9280.2009.02480.x
80.
Schwartz AI, Kroll JF. Bilingual Lexical Activation in Sentence Context. Journal of Memory and Language. 2006;55(2):197-212. doi:10.1016/j.jml.2006.03.004
81.
Valian V. Bilingualism and Cognition. Bilingualism: Language and Cognition. 2015;18(1):3-24. doi:10.1017/S1366728914000522
